This Article Full Text (OnlineFirst PDF) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Vincent, C. Articles by Tobin, T. J. Search for Related Content Social Bookmarking                         What's this?

A Reexamination of the Psychometric Properties of the School-Wide Evaluation Tool (SET)

^* To whom correspondence should be addressed. E-mail: clavin{at}uoregon.edu.

	Abstract

As a follow-up to Horner et al., this study focuses on the internal consistency and validity of the School-wide Evaluation Tool (SET) at all school levels. Analyzing SET data from 833 elementary, 264 middle, and 93 high schools, the authors focused on (a) describing commonalities and differences in SET data across the school levels, (b) assessing the SET's internal consistency at all school levels, and (c) examining the SET's validity as the extent to which SET scores collected by external observers correlated with Team Implementation Checklist (TIC) scores reflecting internal self-assessments. Results indicated that overall, the SET performs best in elementary schools, shows less cohesion in middle and high schools, and highly correlates with TIC scores. Based on these results, the authors formulated a number of recommendations to improve the utility of SET data for research and implementation decisions across school levels and implementation phases.

First published on February 27, 2009
Journal of Positive Behavior Interventions 2009, doi:10.1177/1098300709332345


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?